Title: Genetic Mutations Grade Level: 10 Course: Biology Lesson Overview In this lesson, students will begin to learn about genetic mutations, their causes, effects, adaptations and heritability.
Learning Performances:
I want the students to be able to use creativity and problem solving skills in order to get a better understanding of the science material. I also want them to be able to thoughtfully and critically try to reach hypothesis based on their experiences and observations.At the end of the lesson and demonstration, they should be able to:
TO SIMPLIFY THE PROCESS OF DESIGNING AN ASSESSMENT, TRY TO WRITE YOUR OBJECTIVES IN TERMS OF WHAT YOU EXPECT STUDENTS TO BE ABLE TO DO THAT IS EVIDENCE THEY UNDERSTAND THE CONCEPT YOU ARE TEACHING
Understand and observe mutations. EXPLAIN ABOUT MUTATIONS
Recognize and adapt to mutations HOW WILL THEY ADAPT TO MUTATIONS?
Observe how mutations effect survival skills EXPLAIN/PREDICT HOW MUTATIONS WILL EFFECT SURVIVAL
National Benchmark 5B:By the end of the 12th grade, students should know that: Gene mutations can be caused by such things as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. The experiences an organism has during its lifetime can affect its offspring only if the genes in its own sex cells are changed by the experience.
Slides of pictures of mutations
WHERE ARE THESE? For the activity:
Nine Starburst in wrappers (per group of three students)
One cup (per group of three students)
15 plastic knives
Six pairs of goggles
Cotton
Stop watch
Large roll of duct tape or masking tape
String
Paper bag containing the letters A through H on slips of paper
Time Required:
90 Minutes:
10 minutes= review and questions
20 minutes= lesson
40 minutes= activity
20 minutes= connect lesson with activity and tie everything together
Instructional Sequence:
Introducing the lesson
I will introduce this lesson to the students first by going over what they learned the previous day, including nucleotide sequences. I will briefly review, ask if they have any questions, then describe the game plan for the period. I will explain how they are going to start learning about, and discovering for themselves what happens when there is a change in the nucleotide sequence in DNA. I will motivate them by letting them know that they will be participating in a fun activity, which deals with the day’s lecture. I will say: "Yesterday we learned about what happens when nucleotides sequence correctly. What do you think happens when they don't? Today we will find out!"
I LIKE THIS LAST QUESTION! WHY SAY ANYTHING BEFORE? I WOULD ADVISE YOU AGAINST INTRODUCING AN ACTIVITY AS BEING "FUN." (SOME STUDENTS MIGHT NOT THINK THE ACTIVITY IS FUN AND SOME MIGHT EQUATE FUN WITH "NOT LEARNING.") LET THEM DECIDE WHETHER THE ACTIVITY IS FUN, AND YOU JUST MODEL WHAT IT LOOKS LIKE TO HAVE FUN IN SCIENCE CLASS.
Instructional Activities
Before the activity I will give an introductory lecture on mutations, the kind of mutations, then I will show slides of different types of mutations. Next, we will move onto the activity.
WHERE IS THIS? IS IT IN POWERPOINT? IF SO, PLEASE UPLOAD IT.
IS THERE A WORKSHEET THAT ACCOMPANIES THIS LECTURE, OR WILL YOU DIRECT THEIR NOTETAKING SOME OTHER WAY?
Procedure:
1. Students should form groups of threes. Each student will simulate an animal that can only digest Starburst as its food source.
I WOULD SUGGEST FORMING GROUPS YOURSELF. RANDOM GROUPING IS FINE.
2. Unfortunately, random mutations have produced some unusual characteristics in recent offspring. Each group will find out what mutation they represent by selecting a letter from the paper bag that I will provide.
SHOULD YOU EXPLAIN WHAT THE STARBURSTS REPRESENT AND HOW THEY RELATE TO THE VARIOUS CHARACTERISTICS? IS A CHARACTERISTIC THE SAME THING AS A TRAIT?
3. The letter drawn will correspond to the characteristics listed in the chart. This letter will also represent the letter of each group’s home location and storage cup.
Letter drawn by groups & Characteristic produced by mutation
||
A = Long fingernails (produced by plastic knives taped to fingers with tape)
||
B= No fingers (produced by taping each hand closed)
||
C= Lack of peripheral vision (produced by putting on goggles and stuffing cotton in the sides to prevent viewing from the side)
||
D = Hands fused together in front of body (produced by placing hands together in front of body and taping them together)
||
E = Feet and ankles fused together (produced by taping the ankles tightly together with tape)
||
F = No arms (produced y taping the arms down to the side of the body with tape)
||
G = Arms fused together behind the back at the wrists (produced by placing arms behind the back and taping tightly at the wrists)
||
H = Blind (produced by using goggles taped over securely with tape)
||
TAPING BODY PARTS MAKES ME NERVOUS. WHAT IF SOMEONE FALLS OR IS PUSHED?
4. Each group should attain the proper materials and prepare itself to represent the characteristic produced by the letter of the mutation selected from the paper bag.
DOES EVERYONE "MUTATE?"
5. Each group should begin the activity at the specified location. The goals of each group are to:
A. Gather the food (nine Starburst per group)
B. Store the food for later use (place the nine Starburst in your letter-designated container).
C. Retrieve the food at a later time (remove the nine Starburst from the container and return with the peanuts to the home location).
D. Process and consume the food (remove the Starburst from the wrappers and consume these Starburst).
DOES ONE GROUP MEMBER RETRIEVE ALL STARBURSTS OR DOES EACH GROUPMEMBER HAVE TO GO AFTER THE CANDY? HOW WILL THE PEOPLE WITH NO LEGS OR ARMS GATHER AND EAT FOOD?
6. To begin the activity, each group should position itself at its specified home location. I will start the stopwatch and each group will begin with food gathering. Group members should proceed to the blanket containing the Starburst and gather nine Starburst per group. These nine Starburst should then be transported to a container. The three group members should return to their home location. At this point, the group will proceed back to the plastic container to retrieve its food. Once the group has removed all nine Starburst, it will return to the home location. The group will open the Starburst wrappers and remove the contents. Each group member will consume the contents of three Starburst at the completion of this process, the amount of time required to achieve this will be recorded.
7. Each group will continue until the Starburst have been consumed and time has been recorded.
8. I will then write the times required for each group to complete the process on the chalkboard (a bar graph can be made).
Concluding the Lesson
After the lesson, we will discuss the results as a class. I will then had out a handout for the students to complete in their groups of 3. If they don't complete it, they will be required to complete it for homework. The next day in class we will go over the handout.
THIS IS IMPORTANT. WHAT WILL YOU ASK? HOW WILL YOU HELP STUDENTS MAKE SENSE OF THE RESULTS?
THIS HANDOUT DOESN'T SEEM TO BE VERY CLOSELY RELATED TO THEIR ACTIVITY. SHOULDN'T YOU ASKED THEM AT SOME POINT TO WRITE DOWN THEIR UNDERSTANDING OF THE SIMULATION RESULTS?
Assessing Student Understanding:
I will determine if students met the learning performances based on the participation and completion of the activity, the handout and a quiz that will be given at the completion of the unit.
AS I SAID BEFORE, THE HANDOUT DOES NOT RELATE TO THE SIMULATION ACTIVITY
Cautions:
Dangerous or hazardous components of the activities include food allergies and the students getting injured when completing the activity. Precautions that will be taken are, making sure none of the students have allergies to the Starburst and either providing an alternate food option, or giving them the option of not handling/eating the Starburst. I will also need to make sure that aisles are clear and the floor is clear of clutter when doing this activity. Lastly, I will have to make sure that the students stay calm and orderly during the assignment so no one gets hurt.
Sources:
Hands on General Science Activities With Real-life Applications by Pam Walker and Elaine Wood
THERE ARE 47 SLIDES IN THIS POWERPOINT. HOW MANY OF THESE WILL YOU SHOW? HOW WILL YOU CONNECT PRESENTATION OF MOLECULAR TOPIC WITH MACRO TOPIC OF MUTATION? Handout
2 - All parts of LP are done, but rationale is missing.
1 - There are parts of the LP that are either missing or incomplete.
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content
(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
3 - There is an assessment strategy and a key for each activity.
2. There are assessment strategies and keys for some of the activities.
1. There are suggestions for assessment strategies but no keys.
0 - There are no assessment strategies included.
4. Rationale
1 - A rationale for the lesson's activities was included.
0 - No rationale for the lesson's activities was included.
EDC 430 - Demo Lesson Evaluation
Name: KRISTA
Score: 4 / 10
Lesson Text:
Title: Genetic Mutations
Grade Level: 10
Course: Biology
Lesson Overview
In this lesson, students will begin to learn about genetic mutations, their causes, effects, adaptations and heritability.
Learning Performances:
I want the students to be able to use creativity and problem solving skills in order to get a better understanding of the science material. I also want them to be able to thoughtfully and critically try to reach hypothesis based on their experiences and observations. At the end of the lesson and demonstration, they should be able to:
TO SIMPLIFY THE PROCESS OF DESIGNING AN ASSESSMENT, TRY TO WRITE YOUR OBJECTIVES IN TERMS OF WHAT YOU EXPECT STUDENTS TO BE ABLE TO DO THAT IS EVIDENCE THEY UNDERSTAND THE CONCEPT YOU ARE TEACHING
Links to Standards or Benchmarks:
http://www.project2061.org/publications/bsl/online/ch5/ch5.htm#B_H
National Benchmark 5B: By the end of the 12th grade, students should know that: Gene mutations can be caused by such things as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. The experiences an organism has during its lifetime can affect its offspring only if the genes in its own sex cells are changed by the experience.
Analysis of Benchmark
Materials Needed:
For the lesson:
Slides of pictures of mutations
WHERE ARE THESE?
For the activity:
Nine Starburst in wrappers (per group of three students)
One cup (per group of three students)
15 plastic knives
Six pairs of goggles
Cotton
Stop watch
Large roll of duct tape or masking tape
String
Paper bag containing the letters A through H on slips of paper
Time Required:
90 Minutes:
10 minutes= review and questions
20 minutes= lesson
40 minutes= activity
20 minutes= connect lesson with activity and tie everything together
Instructional Sequence:
- Introducing the lesson
I will introduce this lesson to the students first by going over what they learned the previous day, including nucleotide sequences. I will briefly review, ask if they have any questions, then describe the game plan for the period. I will explain how they are going to start learning about, and discovering for themselves what happens when there is a change in the nucleotide sequence in DNA. I will motivate them by letting them know that they will be participating in a fun activity, which deals with the day’s lecture. I will say: "Yesterday we learned about what happens when nucleotides sequence correctly. What do you think happens when they don't? Today we will find out!"I LIKE THIS LAST QUESTION! WHY SAY ANYTHING BEFORE? I WOULD ADVISE YOU AGAINST INTRODUCING AN ACTIVITY AS BEING "FUN." (SOME STUDENTS MIGHT NOT THINK THE ACTIVITY IS FUN AND SOME MIGHT EQUATE FUN WITH "NOT LEARNING.") LET THEM DECIDE WHETHER THE ACTIVITY IS FUN, AND YOU JUST MODEL WHAT IT LOOKS LIKE TO HAVE FUN IN SCIENCE CLASS.
Before the activity I will give an introductory lecture on mutations, the kind of mutations, then I will show slides of different types of mutations. Next, we will move onto the activity.
WHERE IS THIS? IS IT IN POWERPOINT? IF SO, PLEASE UPLOAD IT.
IS THERE A WORKSHEET THAT ACCOMPANIES THIS LECTURE, OR WILL YOU DIRECT THEIR NOTETAKING SOME OTHER WAY?
Procedure:
1. Students should form groups of threes. Each student will simulate an animal that can only digest Starburst as its food source.
I WOULD SUGGEST FORMING GROUPS YOURSELF. RANDOM GROUPING IS FINE.
2. Unfortunately, random mutations have produced some unusual characteristics in recent offspring. Each group will find out what mutation they represent by selecting a letter from the paper bag that I will provide.
SHOULD YOU EXPLAIN WHAT THE STARBURSTS REPRESENT AND HOW THEY RELATE TO THE VARIOUS CHARACTERISTICS? IS A CHARACTERISTIC THE SAME THING AS A TRAIT?
3. The letter drawn will correspond to the characteristics listed in the chart. This letter will also represent the letter of each group’s home location and storage cup.
TAPING BODY PARTS MAKES ME NERVOUS. WHAT IF SOMEONE FALLS OR IS PUSHED?
4. Each group should attain the proper materials and prepare itself to represent the characteristic produced by the letter of the mutation selected from the paper bag.
DOES EVERYONE "MUTATE?"
5. Each group should begin the activity at the specified location. The goals of each group are to:
- A. Gather the food (nine Starburst per group)
- B. Store the food for later use (place the nine Starburst in your letter-designated container).
- C. Retrieve the food at a later time (remove the nine Starburst from the container and return with the peanuts to the home location).
- D. Process and consume the food (remove the Starburst from the wrappers and consume these Starburst).
DOES ONE GROUP MEMBER RETRIEVE ALL STARBURSTS OR DOES EACH GROUPMEMBER HAVE TO GO AFTER THE CANDY? HOW WILL THE PEOPLE WITH NO LEGS OR ARMS GATHER AND EAT FOOD?6. To begin the activity, each group should position itself at its specified home location. I will start the stopwatch and each group will begin with food gathering. Group members should proceed to the blanket containing the Starburst and gather nine Starburst per group. These nine Starburst should then be transported to a container. The three group members should return to their home location. At this point, the group will proceed back to the plastic container to retrieve its food. Once the group has removed all nine Starburst, it will return to the home location. The group will open the Starburst wrappers and remove the contents. Each group member will consume the contents of three Starburst at the completion of this process, the amount of time required to achieve this will be recorded.
7. Each group will continue until the Starburst have been consumed and time has been recorded.
8. I will then write the times required for each group to complete the process on the chalkboard (a bar graph can be made).
After the lesson, we will discuss the results as a class. I will then had out a handout for the students to complete in their groups of 3. If they don't complete it, they will be required to complete it for homework. The next day in class we will go over the handout.
THIS IS IMPORTANT. WHAT WILL YOU ASK? HOW WILL YOU HELP STUDENTS MAKE SENSE OF THE RESULTS?
Handout
THIS HANDOUT DOESN'T SEEM TO BE VERY CLOSELY RELATED TO THEIR ACTIVITY. SHOULDN'T YOU ASKED THEM AT SOME POINT TO WRITE DOWN THEIR UNDERSTANDING OF THE SIMULATION RESULTS?
Assessing Student Understanding:
I will determine if students met the learning performances based on the participation and completion of the activity, the handout and a quiz that will be given at the completion of the unit.
AS I SAID BEFORE, THE HANDOUT DOES NOT RELATE TO THE SIMULATION ACTIVITY
Cautions:
Dangerous or hazardous components of the activities include food allergies and the students getting injured when completing the activity. Precautions that will be taken are, making sure none of the students have allergies to the Starburst and either providing an alternate food option, or giving them the option of not handling/eating the Starburst. I will also need to make sure that aisles are clear and the floor is clear of clutter when doing this activity. Lastly, I will have to make sure that the students stay calm and orderly during the assignment so no one gets hurt.
Sources:
Hands on General Science Activities With Real-life Applications by Pam Walker and Elaine Wood
Teaching Resources:
Powerpoint
THERE ARE 47 SLIDES IN THIS POWERPOINT. HOW MANY OF THESE WILL YOU SHOW? HOW WILL YOU CONNECT PRESENTATION OF MOLECULAR TOPIC WITH MACRO TOPIC OF MUTATION?
Handout
How do Mutations Cause Genetic Disorders?
HOW WILL YOU USE THIS HANDOUT/WEBPAGE?
1. Completeness
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
4. Rationale